Digital literacies are fast becoming a necessity for life – they encompass the knowledge, skills and attitudes that will enable individuals to learn, work, live, play and interact more effectively in the digital age. An increasingly wide range of information, media, business services, and entertainment require digital literacies. These new forms of literacies may involve technical, cognitive and social-emotional dimensions (Ng, 2012) as well as mindfulness and the critical appraisal of ubiquitous internet information (Rheingold, 2012). The need for digital literacies has implications for both K-12 and higher education as teachers and students at all levels will require new literacies to teach and learn. Being digitally literate involves students and teachers developing their digital identities in an age where our online presence can be as important as our physical presence in social and work environments. Digital identity focuses on how we represent or portray ourselves online. It includes the etiquette and ethics of communicating and doing business online, leading to safer and more engaged digital citizenship. This presentation will focus on the importance of digital literacy skills for both K-12 and higher education.
Educator in Residence 2013
Mike received a BHMS(Ed) in Human Movement Studies and a B.Ed.(PG) in Education from the University of Queensland. He holds a M.Ed. in Curriculum and Instruction and a Ph.D. in Instructional Design, both from the University of Calgary. He is currently the Executive Director and Professor of Australian Digital Futures Institute at the University of Southern Queensland. He is also Director of the Digital Futures Collaborative Research Network (a research partnership with Australian National University and University of South Australia) and Project Director, Regional Universities Network (RUN) Maths and Science Digital Classroom project which is the first RUN partnership project and the co-leader of the Network of Australasian Tertiary Associations.
Mike has a long professional history in higher education in Australia, Canada and Hong Kong. He was Professor of Higher Education and Director of the Flexible Learning Institute at Charles Sturt University. Prior to that, he was the Head of the Centre for Learning, Teaching and Technology at the Hong Kong Institute of Education. He has also held positions at The University of Melbourne and Central Queensland University. He has a range of valuable skills in Higher Education.
Mike’s research focuses on learning spaces, blended learning, learning-oriented assessment, authentic learning and transformative learning using design-based research. He has published widely in the field of flexible learning and edited two books: Instructional Design: Case Studies in Communities of Practice and Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment. He is currently co-editor of Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies.
Mike is a Life Member of the Australasian Society for Computers in Learning in Tertiary Education (ascilite). He received the ascilite Innovation and Excellence Award in 2012 for his work in designing and implementing The Flexible Learning Institute’s Teaching Fellowship Scheme.